2 0 1 2
/
2 0 1 3
O P M T 5 5 1 5 : D A T A A N A L Y S I S P R O J E C T
Max Chen / Louis Lau / Bryan Tseng
A01210760 / A01191712 / A01194589
BC
SCHOOL
SATISFICATION
REPORT
12
13
14
15
17
18
20
21
23
24
01
02
03
04
05
06
07
09
10
11
Table of contents
INTRODUCTION
PROBLEMS
objectives
METHODOLOGY
TABLE CONTENTS PAGE 01
05
1608
“
DO YOU LIKE SCHOOL
?”
VS
“
FEEL WELCOME
A
T
SCHOOL
?”
“
BULLIED
,
TE
A
SED OR PICKED ON
A
T SCHOOL
”
VS
“
FEEL WELCOME
A
T SCHOOL
?”
DO KIDS M
A
INT
A
IN
/
INCRE
A
SE THE
A
MOUNT OF
EXERCISE
A
S THEY GROW UP
?
QUESTION
1
:
“
DO YOU LIKESCHOOL
?”
VS
“
FEEL WELCOME
A
TSCHOOL
?”
CONCLUSION
references
QUESTION
2
:
“
W
A
NT TOGOTO
A
NOTHER SCHOOL
”
VS
“
DO YOU LIKE
SCHOOL
?”
VS
“
FEEL WELCOME
A
TSCHOOL
?”
QUESTION
3
:
“
BULLIED
,
TE
A
SEDORPICKEDON
A
TSCHOOL
”
VS
“
FEELINGOF
S
A
FETY
A
TSCHOOL
?”
QUESTION
4
:
“
BULLIED
,
TE
A
SEDORPICKEDON
A
TSCHOOL
”
VS
“
FEEL
WELCOME
A
TSCHOOL
?”
QUESTION
6
:
“
STUDENTS GET PHYSIC
A
LEXERCISE
”
VS
“
LE
A
RNING
A
BOUT
HOW TOST
A
YHE
A
LTHY
”
QUESTION
7
:
HOW DOP
A
RENTS FEEL
A
BOUT THEIR KIDS
’
EXERCISE
A
MOUNT
A
ND THEIR EFFORTOFST
A
YING HE
A
LTHY
?
QUESTION
8
:
HOW DOSTUDENTSPERCEIVETHE SCHOOL
?
QUESTION
9:
HOW M
A
NYKIDSWEREBULLIED INE
A
CHDISTRICT
?
=
WHICH
DISTRICTISS
A
FER
?
QUESTION
10:
DOESBULLYINGCH
A
NGE
A
SKIDSGROW
?
QUESTION
11:
DOKIDSM
A
INT
A
IN
/
INCRE
A
SE THE
A
MOUNTOFLEISURE
A
CTIVITY
A
STHEYGROWUP
?
A
ND DOTHEYLIKESCHOOLMORE
?
QUESTION
12:
DOKIDSM
A
INT
A
IN
/
INCRE
A
SE THE
A
MOUNTOFEXERCISE
A
S
THEYGROWUP
?
QUESTION
13:
WHEN STUDENTS
&
P
A
RENTS FEELUNS
A
FE
A
T
SCHOOL
,
WOULD THEYW
A
NTTOGOTO
A
NOTHER SCHOOL
?
QUESTION
5:
“
STUDENTS GET PHYSIC
A
LEXERCISE
”
VS
“
DO YOU
P
A
RTICIP
A
TE IN
A
CTIVITIESOUTSIDE OFCL
A
SS HOURS
?”
ANALYSIS & rESULTS
E D U C A T I O N
This
report
aims
to
look
not
at
the
academic
performance
or
achievements
of
the
students
(
from
Grade
03
-
Grade
12
)
in
Vancouver
,
Richmond
&
Burnaby
,
but
to
compile
their
experience
at
school
and
analyze
their
well
-
being
,
both
physically
and
mentally
.
To
help
evaluate
the
relationships
of
each
survey
question
/
component
,
we
use
statistical
data
to
display
qualitative
and
quantitative
results
to
assist
the
people
of
concern
in
seeing
a
broader
picture
of
our
modern
education
.
INTRODUCTION PAGE 02
is
arguably
one
of
the
critical
foundations
and
indications
of
a
person
’
s
future
success
.
As
our
society
looks
upon
pioneers
and
visionaries
with
admiration
and
envy
,
we
begin
to
instill
a
form
of
elitism
into
our
education
as
a
means
to
create
more
those
promising
individuals
while
discarding
the
lesser
-
worthies
,
which
comprises
the
majority
of
the
students
,
sadly
.
There
has
never
been
a
better
time
to
be
remarkable
,
but
never
a
worse
time
to
be
unremarkable
.
Below
are
the
key
indicators
/
components
that
we
will
be
comparing
in
the
report
.
Learning
about
how
to
stay
healthy
Students
get
physical
exercise
Do
you
participate
in
activities
outside
of
class
hours
Bullied
,
teased
,
or
picked
on
at
school
Feeling
of
safety
at
school
Do
you
like
school
Feel
welcome
at
school
Want
to
go
to
another
school
School
Age
(
¾
,
7
,
10
,
12
) &
Parents
(
Elementary
&
Secondary
)
Answers
to
Question
(
Many
/
All
,
Sometimes
,
A
Few
Times
,
At
No
Time
)
District
(
Vancouver
,
Burnaby
&
Richmond
)
PROBLEMS PAGE 03
Based
on
the
survey
answers
we
found
that
consisted
of
students
(
from
Grade
03
-
Grade
12
)
in
2012
/
2013
answering
various
questions
with
the
categories
of
Many
,
Sometimes
,
Few
Times
,
Never
,
we
hope
to
conduct
an
analysis
centering
around
their
physical
and
mental
well
-
being
.
The
survey
originally
included
virtually
every
school
in
every
district
in
British
Columbia
,
but
we
have
decided
to
choose
only
Vancouver
,
Burnaby
&
Richmond
as
part
of
our
report
,
thus
shrinking
the
sample
size
from
thousands
of
entries
to
132
,
in
order
to
simplify
the
process
and
results
.
OBJECTIVE PAGE 04
METHODOLOGY PAGE 05
Throughout
the
report
,
the
readers
will
see
various
sets
of
data
that
will
help
them
comprehend
the
perspective
of
the
students
in
regard
to
how
they
perceive
their
own
school
life
and
fitness
.
The
sets
of
data
(
or
entries
,
to
be
a
bit
more
specific
)
include
four
different
responses
(
Many
,
Sometimes
,
Few
Times
,
Never
)
to
the
questions
,
including
Learning
about
how
to
stay
healthy
,
Students
get
physical
exercise
,
Do
you
participate
in
activities
outside
of
class
hours
?,
Bullied
,
teased
,
or
picked
on
at
school
,
Feeling
of
safety
at
school
,
Do
you
like
school
?,
Feel
welcome
at
school
,
Want
to
go
to
another
school
,
School
Age
(
¾
,
7
,
10
,
12
) &
Parents
(
Elementary
&
Secondary
),
Answers
to
Question
(
Many
/
All
,
Sometimes
,
A
Few
Times
,
At
No
Time
),
District
(
Vancouver
,
Burnaby
&
Richmond
).
To
help
define
the
strength
of
correlation
between
each
entry
,
we
must
use
the
“
r
”
value
from
regression
analysis
to
look
at
the
linkage
between
each
category
of
responses
to
conclude
how
strong
/
weak
the
correlation
between
the
categories
are
.
However
,
due
to
the
opposing
nature
of
some
of
the
comparisons
,
we
have
to
Reverse
the
responses
within
that
category
(
i
.
e
.
No
Time
vs
.
Many
)
as
the
X
/
Y
Values
to
formulate
a
proper
correlation
analysis
.
If
such
a
method
is
used
,
it
will
be
indicated
in
the
written
results
.
Qualitative
and
quantitative
data
have
been
displayed
to
assist
readers
to
visually
understand
the
relationships
between
each
entry
and
category
.
To
conclude
the
report
,
sampling
variations
,
linear
regression
analysis
,
correlation
analysis
,
and
column
/
scatter
plot
were
used
.
These
methods
allow
us
to
deduce
the
connection
between
each
data
entry
and
formulate
a
fuller
picture
.
Independent
Value
= “
Do
you
like
school
?”
Dependent
Value
= “
Do
you
feel
welcome
at
school
?”
Regression
Statistics
Multiple
R
R
Square
Adjusted
R
Square
Standard
Error
Observations
0
.
90401609
0
.
81724508
0
.
72586763
2540
.
74344
4
RESULT
We
used
“
Do
you
like
school
?”
as
our
Independent
Value
(
X
)
and
“
Do
you
feel
welcomed
at
school
?”
as
the
Dependent
Value
(
Y
)
to
complete
the
regression
analysis
.
As
indicated
by
the
“
r
”
value
of
0
.
90401609
,
we
can
conclude
that
there
is
a
strong
correlation
between
the
two
categories
.
ANAL YSIS & RES ULTS PAGE 06
QUESTION
1
:
Is
there
a
Correlation
between
“
Do
you
like
school
?” &
“
Feel
welcome
at
school
?”
D O Y O U L I K E S C H O O L ?
F E E L W E L C O M E A T S C H O O L ?
ANAL YSIS & RES ULTS PAGE 07
QUESTION
2
:
Is
there
a
Correlation
between
“
Want
to
go
to
another
school
” & “
Do
you
like
school
?” & “
Feel
welcome
at
school
?”?
D O Y O U L I K E S C H O O L ?
F E E L W E L C O M E A T S C H O O L ?
W A N T T O G O T O A N O T H E R S C H O O L ?
RESULT
Considering
“
Want to go to another school
”
is an almost opposing
category to
“
Do you like school
?”
and
“
Do you feel welcomed at
school
?”
We will be using
“
Want to go to another school
?”
in Reverse
as our Independent Value
(
X
)
for both regression analysis
.
The
“
r
”
Value we got from both are 0
.
99770221 with
“
Do you feel welcomed at
school
?”
and 0
.
88683029 with
“
Do you like school
?”
Therefore
,
we can
conclude that there are strong correlations between the three
categories
.
ANAL YSIS & RES ULTS PAGE 08
Independent Value
= “
Want to go to another school
?”
Dependent
Value
= “
Do
you
feel
welcomed
at
school
?”
Regression
Statistics
Multiple R
R Square
Adjusted R Square
Standard Error
Observations
0
.
99770221
0
.
9954097
0
.
99311455
545
.
092154
4
Independent Value
= “
Want to go to another school
?”
Dependent
Value
= “
Do
you
like
school
?”
Regression
Statistics
Multiple R
R Square
Adjusted R Square
Standard Error
Observations
0
.
88683029
0
.
78646797
0
.
67970195
2746
.
3621
4
Regression
Statistics
Multiple
R
R
Square
Adjusted
R
Square
Standard
Error
Observations
0
.
95562501
0
.
91321917
0
.
86982875
3133
.
54137
4
RESULT
Once
again
,
we
will
be
Reversing
the
Independent
Value
(
X
)
to
calculate
a
proper
“
r
”
Value
.
We
completed
the
regression
analysis
by
using
“
Bullied
,
teased
or
picked
on
at
school
”
in
Reverse
as
the
Independent
Value
(
X
)
and
“
Feeling
of
safety
at
school
?”
as
the
Dependent
Value
(
Y
).
As
indicated
by
the
“
r
”
Value
of
0
.
95562501
,
we
can
conclude
that
there
is
a
strong
correlation
between
the
two
.
ANAL YSIS & RES ULTS PAGE 09
QUESTION
3
:
Is
there
a
Correlation
between
“
Bullied
,
teased
or
picked
on
at
school
” & “
Feeling
of
safety
at
school
?”?
BULLIED, TEASED OR PICKED ON AT SCHOOL
F E E L I N G O F S A F E T Y A T S C H O O L ?
Independent
Value
= “
Bullied
,
teased
or
picked
on
at
school
”
in
Reverse
Dependent
Value
= “
Feeling
of
safety
at
school
?”
RESULT
Once again
,
we will be Reversing
the Independent Value
(
X
)
to
calculate a proper
“
r
”
Value
.
We
completed the regression
analysis by using
“
Bullied
,
teased
or picked on at school
”
in
Reverse as the Independent
Value
(
X
)
and
“
Feel welcome at
school
?”
as the dependent Value
(
Y
).
As indicated by the
“
r
”
Value
of 0
.
97887138
,
we can conclude
that there is a strong correlation
between
the
two
.
ANAL YSIS & RES ULTS PAGE 10
QUESTION
4
:
Is
there
a
Correlation
between
“
Bullied
,
teased
or
picked
on
at
school
” & “
Feel
welcome
at
school
?”?
BULLIED, TEASED OR PICKED ON AT SCHOOL
F E E L W E L C O M E A T S C H O O L ?
Independent Value
= “
Bullied
,
teased or
picked on at school
”
in Reverse
Dependent Value
= “
Feel welcome at
school
?”
Regression
Statistics
Multiple R
R Square
Adjusted R Square
Standard Error
Observations
0
.
97887138
0
.
95818918
0
.
93728377
1645
.
10582
4
Regression
Statistics
Multiple R
R Square
Adjusted R Square
Standard Error
Observations
0
.
99876511
0
.
99753175
0
.
99629762
229
.
086541
4
RESULT
To complete this regression
analysis
,
we used
“
Students
getting physical exercise
”
as our
Independent Value
(
X
)
and
“
Do
you participate in activities
outside of class hours
?”
as the
Dependent Value
(
Y
).
As
indicated by the
“
r
”
Value of
0
.
99876511
,
we can conclude that
there is a strong correlation
between
the
two
.
ANAL YSIS & RES ULTS PAGE 11
QUESTION
5
:
Is
there
a
Correlation
between
“
Students
get
physical
exercise
” & “
Do
you
participate
in
activities
outside
of
class
hours
?”?
S T U D E N T S G E T P H Y S I C A L E X E R C I S E
F E E L W E L C O M E A T S C H O O L ?
Independent Value
= “
Students getting
physical exercise
"
Dependent Value
= “
Do you participate in
activities
outside
of
class
hours
?”
Regression
Statistics
Multiple R
R Square
Adjusted R Square
Standard Error
Observations
0
.
9267463
0
.
85885871
0
.
78828806
2068
.
84782
4
RESULT
To complete this regression
analysis
,
we used
“
Students get
physical exercise
”
as our
Independent Value
(
X
)
and
“
Learning about how to stay
healthy
”
as the Dependent Value
(
Y
).
As indicated by the
“
r
”
Value
of 0
.
9267463
,
we can conclude
that there is indeed a strong
correlation between the two
categories
.
ANAL YSIS & RES ULTS PAGE 12
QUESTION
6
:
Is
there
a
Correlation
between
“
Students
get
physical
exercise
” & “
Learning
about
how
to
stay
healthy
”?
S T U D E N T S G E T P H Y S I C A L E X E R C I S E
LEARNING ABOU T HOW TO S TAY HEALTHY
Independent Value
= “
Students getting
physical exercise
"
Dependent Value
= “
Learn about how to
stay
healthy
”
RESULT
Based
on
the
graph
,
Parents
(
of
both
Elementary
&
Secondary
School
)
seem
to
have
a
positive
outlook
on
both
“
learning
how
to
stay
healthy
” & “
students
get
to
exercise
”
categories
.
Given
that
there
is
a
strong
overall
correlation
between
them
(
based
on
the
previous
questions
and
analyses
),
it
is
not
surprising
to
see
such
a
positive
result
.
PARENTS' POV OF
"
STUDENT GET TO EXERCISE
"
PARENTS' POV OF
"
STUDENT LEARNING HOW TO STAY HEALTHY
"
ANAL YSIS & RES ULTS PAGE 13
QUESTION
7
:
How
do
parents
feel
about
their
kids
’
exercise
amount
and
their
effort
of
staying
healthy
?
RESULT
Based
on
the
chart
,
we
can
see
that
Grade
3
/
4
&
Grade
7
have
the
most
extreme
of
responses
,
with
“
Many
”
also
doubling
“
Sometimes
,”
and
ten
folds
“
Few
Times
”
and
“
No
Times
.”
Once
students
reach
Grade
10
and
Grade
12
,
however
,
is
when
their
enthusiasm
for
school
starts
to
decline
. “
No
Times
”
and
“
Few
Times
”
stay
somewhat
consistent
,
but
“
Many
”
drops
by
a
huge
margin
,
and
“
Sometimes
”
increases
by
a
less
than
stellar
,
but
still
considerable
,
amount
.
Overall
,
it
is
safe
to
assume
that
students
tend
to
have
a
more
favourable
view
of
school
,
but
that
declines
a
bit
as
they
grow
up
and
enter
higher
grades
.
ANAL YSIS & RES ULTS PA GE 14
QUESTION
8
:
How
do
Students
perceive
the
School
?
"
DO YOU LIKE SCHOOL?
"
BASED ON DIFFERENT RESPONSES
ANDSTUDENTS GRADES
BULLIED, TEASED OR PICKED ON AT SCHOOL
RICHMOND
ANAL YSIS & RES ULTS PAGE 15
QUESTION 9
:
How
many
Kids
were
Bullied
in
each
District
? =
Which
District is Safer
?
BULLIED, TEASED OR PICKED ON AT SCHOOL
VANCOUVER
BULLIED, TEASED OR PICKED ON AT SCHOOL
BURNABY
RESULT
Based
on
the
column
and
pie
charts
,
it
is
rather
evident
that
despite
the
difference
of
geography
/
district
,
there
is
close
to
no
difference
in
regards
to
how
students
feel
about
being
“
bullied
,
teased
or
picked
on
at
school
.”
The
entries
of
“
Many
”
and
“
Some
”
stay
almost
unchanged
(
give
or
take
1
%),
and
“
Few
Times
”
and
“
No
Times
”
fluctuates
only
in
a
small
increment
as
well
(
give
or
take
3
%).
So
between
the
three
districts
of
public
schools
in
B
.
C
.,
none
of
them
is
particularly
safer
than
the
other
.
ANAL YSIS & RES ULTS PAGE 16
RESULT
Based on the column and pie
charts
,
we can see an incremental
decrease of
“
bullied
,
teased and
picked on at school
.”
All entries
have experienced a decline in both
total numbers and percentage
,
except for
“
No Times
,”
which had a
staggering growth of 12
%
(
comparing Grade ¾
’
s 49
%
to
Grade 12
’
s 61
%)
as a result
.
Therefore
,
we can conclude that
bullying
/
teasing
/
being picked on
would have a steady decrease as
students
get
older
.
ANAL YSIS & RES ULTS PAGE 17
QUESTION
10
:
Does
Bullying
change
as
kids
grow
?
GRADE 3/4 GRADE 7
GRADE 10 GRADE 12
"
BULLIED, TEASED OR PICKED ON AT SCHOOL?
"
BASED ON DIFFERENT STUDENTS GRADES
GRADE 10
ANAL YSIS & RES ULTS PAGE 1 8
QUESTION
11
:
Do
kids
maintain
/
increase
the
amount
of
Leisure
Activity
as
they
grow
up
?
And
do
they
like
school
more
?
GRADE 3/4 GRADE 7
GRADE 12
"
LEISURE ACTIVITY OUTSIDE OF CLASS HOURS?
"
BASED ON DIFFERENT RESPONSES ANDSTUDENTS GRADES
RESULT
Based
on
the
graphs
,
it
seems
that
despite
the
spike
of
growth
in
Grade
7
,
the
overall
proportion
of
students
have
maintained
the
same
amount
of
leisure
activities
outside
of
school
,
especially
Grade
10
and
Grade
12
which
have
almost
identical
sets
of
entries
.
Using
the
graph
we
assembled
from
Question
8
,
we
can
determine
that
there
is
a
weak
correlation
,
if
any
,
between
the
two
categories
.
The
“
No
Times
”
and
“
Few
Times
”
entries
have
been
consistently
similar
for
“
leisure
activity
outside
of
class
hour
,”
but
“
do
you
like
school
?”
do
not
share
that
particular
characteristic
.
In
addition
,
the
drastic
difference
between
“
Many
”
for
“
leisure
activity
outside
of
class
hour
”
and
its
entries
have
not
been
accurately
reflected
in
the
“
do
you
like
school
?”
category
.
Therefore
,
we
can
conclude
that
the
two
have
very
little
linkage
.
ANAL YSIS & RES ULTS PAGE 19
"
DO YOU LIKE SCHOOL?
"
BASED ON DIFFERENT RESPONSES
ANDSTUDENTS GRADES
ANAL YSIS & RES ULTS P AGE 2 0
QUESTION
12
:
Do
kids
maintain
/
increase
the
amount
of
exercise
as
they
grow
up
?
RESULT
Based
on
the
graphs
,
we
can
see
a
substantial
decline
in
students
exercising
as
they
advance
further
in
their
academic
studies
.
Most
notably
, “
Many
”
decreased
from
87
%
to
40
%,
while
“
No
Times
”
increased
from
1
%
to
20
%.
“
Sometimes
”
and
“
Few
Times
”
also
increased
by
a
fair
margin
as
well
.
Overall
,
we
can
safely
conclude
that
as
students
get
older
,
the
amount
of
exercises
,
or
the
population
that
still
continues
the
active
lifestyle
,
decline
.
GRADE 3/4 GRADE 7
GRADE 10 GRADE 12
"
STUDENTS GET PHYSICAL EXCERCISE
"
BASED ON DIFFERENT RESPONSES AND STUDENTS GRADES
ANAL YSIS & RES ULTS P AGE 2 1
QUESTION
13
:
When
Students
&
Parents
feel
unsafe
at
school
,
would
they
want
to
go
to
another
school
?
F E E L I N G O F S A F E T Y A T S C H O O L ?
W A N T T O G O T O A N O T H E R S C H O O L ?
RESULT
Once
again
,
we
will
be
Reversing
the
Independent
Value
(
X
)
to
calculate
a
proper
“
r
”
Value
.
We
completed
the
regression
analysis
by
using
“
Want
to
go
to
another
school
”
in
Reverse
as
the
Independent
Value
(
X
)
and
“
Feeling
of
safety
at
school
”
as
the
dependent
Value
(
Y
).
As
indicated
by
the
“
r
”
Value
of
0
.
99545972
,
we
can
conclude
that
there
is
a
strong
correlation
between
the
two
.
ANAL YSIS & RES ULTS PAGE 22
Independent
Value
= “
Want
to
go
to
another
school
?”
in
Reverse
Dependent
Value
= “
Feeling
of
Safety
at
school
”
Regression
Statistics
Multiple
R
R
Square
Adjusted
R
Square
Standard
Error
Observations
0
.
99545972
0
.
99094005
0
.
98641008
544
.
527993
4
CONC LUSIO N PAGE 23
Each
of
the
categories
,
overall
,
seem
to
have
a
strong
correlation
between
one
and
another
.
In
other
words
,
each
of
the
survey
questions
proposed
to
the
students
and
parents
do
seem
to
influence
each
other
with
a
slightly
varying
degree
.
Liking
school
and
feeling
welcomed
at
school
seem
to
share
a
strong
linkage
,
which
means
there
are
a
considerable
amount
of
influences
that
one
holds
over
another
.
From
our
close
examinations
,
we
find
that
the
feeling
of
safety
and
feeling
of
being
welcomed
do
seem
to
be
affected
by
harassment
behaviours
,
such
as
bullying
,
teasing
,
or
being
picked
on
.
And
consequently
,
does
further
influence
students
’ (
and
parents
’)
decision
or
desire
to
go
to
another
school
.
The
harassment
behaviours
do
seem
to
decline
as
students
get
older
,
and
do
not
seem
to
differ
by
district
(
of
Vancouver
,
Richmond
and
Burnaby
)
or
geography
.
As
students
get
older
and
advance
further
in
their
academic
studies
,
there
seem
to
be
a
gradual
(
and
in
some
cases
,
abrupt
)
decline
in
their
leisure
and
active
/
exercise
activities
,
as
well
as
their
liking
towards
school
.
Considering
that
classes
,
subjects
,
assignments
,
exams
,
and
the
likes
,
do
get
considerably
more
difficult
as
they
enter
a
higher
grade
,
it
is
not
surprising
to
observe
such
a
decline
.
Despite
the
decline
of
both
exercising
and
leisure
activities
outside
of
class
hours
,
the
two
categories
do
share
a
strong
correlation
,
unsurprising
considering
leisure
activities
do
include
exercise
activities
.
That
strong
correlation
also
extends
to
the
linkage
between
students
getting
to
exercise
and
students
learning
how
to
stay
healthy
.
In
that
comparison
,
we
conclude
that
staying
active
does
equate
to
learning
what
being
healthy
means
.
Parents
,
unsurprisingly
,
seem
to
be
content
about
the
efforts
made
by
the
schools
so
far
in
their
attempt
to
advocate
a
healthier
lifestyle
to
their
children
.
In
summary
,
students
are
,
unfortunately
,
becoming
less
active
and
less
inclined
to
like
school
as
they
get
older
.
However
,
their
feelings
do
not
seem
to
influence
too
much
by
bullying
/
teasing
/
being
picked
on
,
as
that
is
deemed
more
as
a
separate
element
(
independent
from
other
factors
/
entries
)
and
likely
to
decline
as
students
become
more
mature
.
And
parents
tend
to
share
similar
thoughts
as
their
children
in
regards
to
the
questions
proposed
by
the
survey
.
REFE RENCE PAGE 24
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